Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika (Journal of Research and Education Studies: e-Saintika) was published by Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM), which contains articles that are based on the results of conceptual research and studies in the field of education and natural and applied sciences. This journal publishes three annual issues (March, July, and November) and has been indexed by Sinta, Google Sholar, etc.
Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)
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Deep Conceptual Learning in Physics Learning: A STEM-Based Waterwheel Project for High School Students’ Scientific Literacy
Scientific literacy is a crucial competency in 21st-century education, encompassing students’ ability to understand scientific concepts, apply them in real-life contexts, and make evidence-based decisions. Despite various curriculum reforms, assessments such as PISA 2022 reveal that Indonesian students’ scientific literacy remains below the international average. Prior studies have applied Project-Based Learning (PjBL) and STEM approaches separately, yet few have explicitly integrated these with the Engineering Design Process (EDP) and local environmental contexts to systematically enhance scientific literacy. Addressing this gap, this quasi-experimental study examines the effectiveness of a PjBL-STEM model, contextualized by a waterwheel project utilizing local river flow, in fostering students’ deep conceptual learning and scientific literacy on the topic of Work and Energy. The study involved two purposively selected 11th-grade classes (N=60) at SMA Negeri 1 Samalanga: an experimental class taught with the PjBL-STEM-EDP approach and a control class taught conventionally. Instruments were validated (Cronbach’s alpha=0.926) and data were analyzed using t-tests, N-Gain, and effect size (Cohen’s d=2.25). Results showed the experimental group achieved significantly higher scientific literacy (mean post-test = 84.83 vs. control = 65.67; N-Gain = 0.83 vs. 0.49; t(58) = -8.71, p < 0.001, 95% CI [-23.6, -14.7]), with the strongest improvement in designing scientific investigations. The novelty of this study lies in aligning PjBL syntax, EDP stages, and OECD scientific literacy indicators within a local-context project. While deep conceptual learning (DCL) is used here as a theoretical framing rather than a measured outcome, the findings highlight the potential of contextual, interdisciplinary learning to foster scientific literacy, creativity, and critical thinking, supporting the goals of the Merdeka Curriculum and Education for Sustainable Development.
Copyright (c) 2025 Rahmati, Muhammad Syukri, Mentari, Evendi https://creativecommons.org/licenses/by-sa/4.0
Enhancing Student Learning Outcomes Through Experiential Learning Practices: A Meta-Analysis
Implementing the experiential learning model is one effective step in improving student learning outcomes, but recent evidence regarding its effectiveness is still inconsistent and not widely reported. Therefore, to gain a deep understanding and identify the effectiveness of experiential learning practices, this meta-analysis review was conducted. This review was conducted on 23 studies with 40 effect sizes obtained from the Scopus, ERIC, and Web of Science databases. The analysis model used was a random effects model with a robust variance estimation (RVE) approach to address the issue of interdependence between effect sizes within a single study. The measurement results show a high overall effect size (Hedges's g = 1.15; 95% CI), indicating a significant positive impact. Heterogeneity estimates are very high (I² = 98.2%), requiring further moderator analysis. Meta-regression analysis of the variables of education level, treatment type, and learning outcome dimension showed that only the education level variable approached significance in moderating the variation in learning outcomes. Subgroup analysis showed variation in the effectiveness of intervention implementation within each moderator category, but all were within the positive range. Publication bias tests showed bias, but correction using the trim-and-fill method and Peter's test proved that these findings remained consistent and valid. Overall, experiential learning has proven effective in enhancing and shaping various dimensions of student learning outcomes. This approach has great potential to continue being used and integrated into future learning practices, especially through the support of various pedagogical innovations and technology integration.
Copyright (c) 2025 Lalu Muhammad Alditia, Andi Suhandi, Arie Rakhmat Riyadi, Nurul Fadillah https://creativecommons.org/licenses/by-sa/4.0
Exploring Pre-Service Teacher Motivation: Variations Across Programs and Gender Differences in Indonesia
This study examines pre-service teachers’ attitudes toward the teaching profession in Indonesia and explores how sociocultural factors shape their motivation. A mixed methods design combined a Teacher Attitude Inventory (TAI) survey (N = 460) with semi-structured interviews (n = 20). Group differences were assessed non-parametrically; interviews were then thematically analyzed to explain the quantitative patterns. Attitudes were broadly positive and stable, with no statistically significant differences by gender, program of study, or semester. Interviews revealed three interlocking strands shaping career decisions: intrinsic–altruistic commitment (meaning, contribution), pragmatic–extrinsic calculus (stability, compensation, entry routes), and sociocultural positioning (family expectations, gendered identities, perceived status). These strands clarify why professional pride and learner-centred beliefs coexist with cautious views of career prospects and perceived limits on teacher voice. Results support (i) gender sensitive mentorship, (ii) discipline-specific motivational scaffolds in ITE, (iii) recruitment and bonded scholarship schemes for rural deployment, and (iv) well-being supports that enhance agency and retention. By integrating group-level convergence with culturally situated narratives, the study reframes motivation as a contextual phenomenon and offers actionable levers for teacher workforce policy and ITE program design.
Copyright (c) 2025 Indra Budiman, Elih Sutisna Yanto https://creativecommons.org/licenses/by-sa/4.0
Teaching Biology for Sustainability: Insight from Scopus AI
In the face of escalating environmental crises, climate change, and global sustainability challenges, biology education holds a critical role in shaping ecological literacy and responsible citizenship. This study conducted an AI-assisted scoping review using Scopus AI to synthesize key insights, methods, and emerging themes in teaching biology for sustainability between 2020–2025. From N records retrieved, M studies met inclusion criteria for qualitative synthesis based on abstracts and Scopus AI summaries. Using both natural language and keyword-based searches, the study systematically identified peer-reviewed journal articles that explore sustainability integration in biology and life science education. A PRISMA-guided process was applied to ensure transparent identification, screening, and inclusion. The retrieved data were analyzed qualitatively to map pedagogical innovations, thematic clusters, and conceptual linkages among core sustainability elements. Findings indicate that approximately X of M studies emphasize project-based or problem-based learning, while Y address biomimicry or systems thinking approaches. Effective sustainability-oriented biology education is grounded in the integration of Education for Sustainable Development (ESD) and systems thinking, supported by student-centered pedagogies such as problem-based, project-based, and experiential learning. Additionally, biomimicry and digital learning technologies—including online multimedia tools and Electronic/Mobile/Ubiquitous (E/M/U) learning—emerge as transformative approaches that enhance student engagement, critical thinking, and ecological responsibility. Equity and feasibility issues remain critical, particularly concerning bandwidth limitations, access to devices, and inclusivity for students with disabilities. Therefore, low-cost, accessibility-aware strategies such as biomimicry mini-projects and E/M/U-enabled ecological audits are recommended. Despite these advances, challenges remain concerning educator readiness, risk of indoctrination, and institutional constraints. The concept map generated through Scopus AI highlights three interconnected clusters—Ecological Awareness, Student-centered Pedagogies, and Sustainability Education—reflecting a shift from content transmission to transformative learning. Overall, this review concludes that biology education must evolve beyond content mastery to integrate ethical, technological, and transdisciplinary dimensions—empowering learners not only to understand life but to sustain it—aligned with SDG 4 (Quality Education), SDG 13 (Climate Action), and SDG 15 (Life on Land).
Copyright (c) 2025 H. Husamah, Abdulkadir Rahardjanto, Tutut Indria Permana https://creativecommons.org/licenses/by-sa/4.0
The Moderating Role of Religiosity in the Relationship Between Social Media Use and Social Concern Among Indonesian Adolescents
Social concern represents the moral and behavioral manifestation of empathy, responsibility, and prosocial engagement in addressing societal problems. Religiosity, as a deeply internalized system of belief and moral commitment, has long been recognized as a potential source of prosocial motivation. Meanwhile, social media has emerged as both a powerful channel for mobilizing collective compassion and a potential driver of self-centered or performative behavior. This study examines how religiosity moderates the relationship between social media use and social concern among senior high school students in Malang City, Indonesia. Employing a quantitative explanatory design with a sample of 414 respondents selected through stratified sampling, data were collected using a structured questionnaire and analyzed through Moderated Regression Analysis (MRA). After reanalysis and correction, the regression model shows that religiosity significantly strengthens the positive effect of social media use on social concern. The adjusted coefficient of determination (R²) increased modestly from 0.04 to 0.07 after including the interaction term, indicating that religiosity serves as a meaningful moderator in this relationship. This finding suggests that adolescents with higher religiosity levels are more likely to transform social media exposure into altruistic and socially responsible behavior. The study contributes to the sociology of religion and communication studies by offering an empirical model linking digital engagement and faith-based values in promoting social solidarity.
Copyright (c) 2025 Budi Suprapto https://creativecommons.org/licenses/by-sa/4.0
Immersive Learning through Virtual Reality: A New Paradigm in Chemical Engineering Education
Traditional chemical engineering education faces persistent challenges, as lecture-based instruction and limited laboratory access restrict students’ engagement, practical skill development, and comprehension of complex engineering concepts. In overcoming these challenges, immersive virtual reality (VR) learning environments are increasingly being adopted to enhance students’ visualization, interactivity, and experiential learning. Therefore, this study aims to explore how VR can transform chemical engineering education by enhancing student engagement, conceptual understanding, and practical learning experiences. This review also analyzed and mapped research trends in the application of VR for immersive learning in chemical engineering education using keywords like ''Immersive Learning'', ''Virtual Reality'', ''Chemical Engineering'' and ''Chemical Engineering Education''. Accordingly, the keyword co-occurrence analysis revealed four thematic clusters linked to immersive visualisation, collaborative VR learning, VR–AI integration, and safety-oriented training. Based on these findings, a four-stage curriculum integration model is proposed (pre-conceptual familiarisation - immersive experimentation - hybrid transfer - real-lab validation). A comparative cost analysis indicates that although VR-based learning demands a higher upfront investment, it achieves cost parity within approximately 1.5 years and reduces total training expenses by about 40–45% in the third year, offering greater economic advantage for larger student cohorts. Finally, the synthesis indicates that VR can enhance conceptual understanding, hazard-awareness, and systems-level reasoning while improving utilisation efficiency in laboratory-intensive programmes. Future research should prioritise controlled cohort comparisons and longitudinal verification of transferability to physical plant behaviour.
Copyright (c) 2025 Usman Bello, Wan Nur Aisyah Wan Osman, Shafirah Samsuri https://creativecommons.org/licenses/by-sa/4.0
Integration of Teaching Games for Understanding in Physical Education Learning: Improving Students' Motor Competence through Volleyball Game Modification
Motor competence is a crucial aspect of the development of elementary school-aged children. The Teaching Games for Understanding (TGfU) model is considered capable of improving motor skills through a contextual and participatory approach to play. However, empirical evidence in local contexts, particularly regarding the effectiveness of TGfU on locomotor and object control skills separately, as well as gender differences, remains limited. This study used a quantitative approach with a one-group pretest-posttest quasi-experimental design. A total of 54 fifth-grade students of SD Negeri 190 Pekanbaru participated in TGfU-based volleyball learning for 6 weeks (12 sessions). The Test of Gross Motor Development, Second Edition (TGMD-2) assessed locomotor and object control skills. Because the data were not normally distributed (Shapiro–Wilk p < 0.05), analysis was performed using the Wilcoxon test. Results showed that TGfU was associated with improvements in overall motor competence (W = 3.5; z = –6.06; p < .001; Median = 4.0, 95% CI [3.5, 4.5], Effect Size = .99), locomotor skills (V1: W = 14; z = –5.47; p < .001; Median = 3.0, 95% CI [2.5, 3.5], Effect Size = .97), and object control skills (V2: W = 16; z = –5.80; p < .001; Median = 2.5, 95% CI [2.0, 3.0], Effect Size = .97). Female students showed greater improvement in locomotor aspects than males. Further research, employing a randomized controlled design and long-term retention testing, is recommended to strengthen the generalizability of these findings.
Copyright (c) 2025 Leni Apriani, Andi Anshari Bausad, Joni Alpen, Zaiful Amran, Budi Arif Setiawan https://creativecommons.org/licenses/by-sa/4.0
Self-Efficacy in Elementary School Digital Competence: A Bibliometric Analysis of 21st Century Learning Research
This study aims to analyze bibliometric mapping of research on self-efficacy and digital competence in Scopus-indexed journals published between 2015 and 2025. The dataset was retrieved from the Scopus database in March 2025 using the query “keywords” with a filter for elementary school, covering a time span of 2015–2025. After screening, a total of 127 documents were included. Bibliometric data were processed using Microsoft Excel and VOS Viewer version 1.6.20 with parameters set at a minimum of five keyword occurrences and full counting method. The annual distribution of publications shows an increasing trend in recent years, reflecting growing academic attention to the topic. Analysis by country indicates that Spain and Germany are the most productive contributors, with active collaboration networks identified at regional and institutional levels. Co-authorship analysis confirms the presence of collaborative research, though large-scale international collaboration remains limited. Document type analysis shows that most outputs are journal articles, followed by conference papers. Keyword co-occurrence mapping highlights “self-efficacy,” “human,” and “digital competence” as the most frequently used terms. Less explored but emerging themes include “digital technology,” “human experimental,” and “questionnaire,” suggesting potential research gaps. Overall, the findings indicate that while research on self-efficacy in students’ digital competence is expanding, opportunities remain for broader international collaboration and exploration of underrepresented themes in 21st century educational practices.
Copyright (c) 2025 Irni Rachmawati Putri, Safitri Yosita Ratri, Sekar Purbarini Kawuryan https://creativecommons.org/licenses/by-sa/4.0
Innovation of the Teacher's Standby Guidebook in Elementary Schools as an Effort to Prepare for Disaster-Safe Education: Qualitative Perspective
Elementary schools in disaster-prone regions play a crucial role in instilling disaster awareness and preparedness skills at an early age. This study aimed to develop the Guru Siaga Guidebook as an innovation to support the Satuan Pendidikan Aman Bencana (SPAB) program in Ngantang District, Malang Regency. Using a Research and Development (R&D) approach with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), integrated with qualitative insights from interviews, observations, and user feedback, data were collected through surveys, interviews, observations, and expert validation. The analysis revealed that most schools lacked structured disaster preparedness procedures, contextual learning materials, and routine simulations. Teachers and students expressed the need for a practical, engaging, and context-specific guidebook. The developed product included modules on disaster introduction, mitigation, evacuation, and first aid, complemented by visuals and interactive activities. Validation by material and media experts rated the guidebook as feasible and relevant (Material S-CVI/Ave = 0.89; Media S-CVI/Ave = 0.86). Field trials involving nine teachers and 90 students showed increased teacher preparedness scores (from 62.3 ± 8.4 to 74.9 ± 7.2; Cohen’s d = 0.64) and improved student accuracy in evacuation steps (from 68% to 83%). Findings provide preliminary evidence that the guidebook supports disaster education and enhances preparedness indicators, aligning with national and international frameworks for safe schools. The guidebook introduces three distinctive features: localized hazard case studies, project-based evacuation drills with assessment rubrics, and child-friendly SOP flowcharts.
Copyright (c) 2025 Rida Hartatik, Endang Poerwanti, Nurul Zuriah, Agus Tinus https://creativecommons.org/licenses/by-sa/4.0
Argument-Driven Inquiry Assisted by Lumi Education: Improving Students' Scientific Argumentation Skills on Static Electricity
The aim of this study is to evaluate the effectiveness of the Argument-Driven Inquiry (ADI) learning strategy, supported by the Lumi Education platform, in enhancing the scientific argumentation skills of students related to static electricity. A quasi-experimental approach, employing a non-equivalent control group, was adopted in this study, including two ninth-grade classes in a junior high school as participants. The participants were exposed to instruction utilizing either the ADI strategy and the support of the Lumi Education website or standard instruction as a control group. The strategies developed included a scientific argumentation skills test, designed as a claim, evidence, and warrant procedure, as well as a questionnaire administered among students. The data gathered were statistically processed by comparing pre-test and post-test results, calculating the normalized gains, as well as a description analysis approach among the students' written responses. The results show that, compared to a low category average normalization gain of 0.18 among the control class, a significantly high average value, 0.70, was established by the experimental class, signifying a statistically significant difference between the two categories, yielding a significance at a probability value less than 0.001. The results among the experimental class developed a Cohen's value, or the standardized effect size, estimated as 0.53, signifying a medium effect, while among the control class, an estimated 0.11, signifying a small effect, was recognized. Students said they liked the learning experience and thought it was more interesting, dynamic, and simpler to comprehend when they worked together on real-world tasks. However, some still encountered difficulties with conceptual comprehension and problem-solving. These findings imply that integrating ADI with digital scaffolding, such as Lumi Education, can effectively strengthen scientific argumentation skills while promoting active and reflective learning.
Copyright (c) 2025 Putri Avianita Salsabila, Ahmad Fauzi Hendratmoko, Fikky Dian Roqobih https://creativecommons.org/licenses/by-sa/4.0
Enhancing Elementary Students’ Critical Thinking and Problem-Solving Skills Through the Implementation of Problem-Based Learning at Muhammadiyah 4 Batu Elementary School
In the era of rapidly evolving educational paradigms, critical thinking and problem-solving abilities have become essential competencies for 21st-century learners. However, few studies in the Indonesian elementary context have triangulated data from classroom observations, teacher interviews, and questionnaires to provide empirical evidence of how Problem-Based Learning (PBL) enhances these skills. This study examined the association between PBL and students’ behavioral indicators of critical thinking and problem-solving at Muhammadiyah 4 Batu Elementary School. Employing a qualitative descriptive design, the research involved three Grade 5 classes (5A, 5B, 5C; comprising a total of 87 students) and three teachers, spanning six PBL sessions over one semester. Data were collected through classroom observations, teacher and student interviews, and questionnaire surveys to capture the holistic dynamics of PBL in classroom practice. The observation rubric assessed four behavioral indicators—responsibility, confidence, initiative, and discipline—as proxies of critical thinking and problem-solving competence. The results reveal that PBL is associated with higher levels of engagement, curiosity, and analytical reasoning through structured problem scenarios that require collaboration and inquiry. Quantitative findings showed that class 5C achieved the highest responsibility (83.9%), confidence (87.4%), and discipline (86.2%), while class 5A demonstrated the strongest initiative (79.3%). Teachers’ interviews confirmed that consistent application of the five PBL stages—problem orientation, inquiry, design, presentation, and reflection—coincided with stronger behavioral outcomes. These findings suggest that PBL supports metacognition, self-regulation, and reflective learning aligned with Indonesia’s Kurikulum Merdeka. The study contributes new evidence on elementary-level PBL implementation by integrating validated behavioral rubrics, teacher perspectives, and classroom artifacts within a single descriptive framework.
Copyright (c) 2025 Rissana Aprilia Rohmah, B. Budiono, H. Husamah https://creativecommons.org/licenses/by-sa/4.0
Development of a Learning Visual Aid for Parabolic Motion in Terms of its Validity and Effectiveness
This study aims to develop a learning aid for the topic of parabolic motion based on air pressure, using a modified 4D development model reduced to 3D. The parabolic motion teaching aids commonly used in schools generally employ manual spring-based launchers, which make it difficult to control the launch velocity. Therefore, this research developed an air pressure-based teaching aid that allows for the adjustment of variables such as launch angle, initial velocity, pressure, maximum height, maximum range, and flight time. The research was limited to the development stage (limited trials) without proceeding to the dissemination phase. The validity of the device was assessed by five validators, consisting of four lecturers and one teacher. The effectiveness of the device was evaluated using response questionnaires administered to 18 students and one physics teacher from Grade XI at SMA Plus Muhammadiyah Merauke in the 2023/2024 academic year. The validity test results showed an average score of 81.2 (81.2%), categorized as very valid, with a minimum validity threshold of 61%. The validation instrument consisted of 20 items. The effectiveness test based on teacher responses yielded a score of 56.72 (76%), categorized as effective, obtained from 10 questionnaire items. Meanwhile, student responses resulted in a score of 43 (86%), categorized as very effective, obtained from 15 questionnaire items. The learning outcome test, consisting of 15 questions, showed an average score of 83.3, with 94% of students achieving scores above the minimum mastery criterion (MMC = 70). Therefore, the air pressure-based parabolic motion teaching aid developed in this study is proven to be highly valid, effective, and feasible for use as a learning medium in teaching parabolic motion.
Copyright (c) 2025 Mitra Rahayu, Jeffri Parrangan, Ihang Ramadhan Alfari https://creativecommons.org/licenses/by-sa/4.0
Development of a Games Book Media to Improve Early Reading Skills of Second-Grade Elementary School Students
Reading ability is fundamental for literacy development, yet many Indonesian students, including those at MIS Al-Hidayah Karangploso, struggle with simple texts due to limited engaging learning media. This study developed and evaluated an interactive Games Book to enhance early reading skills among 32 second-grade students using the ADDIE-based R&D approach. The digital flipbook integrates progressive reading stages (words, sentences, texts) with game-based activities providing immediate feedback and sustained engagement. Expert validation indicated high content validity with I-CVI = 1.00 for media, material, and language. Media was visually appealing and technically reliable; material was relevant, accurate, and engaging; language was appropriate, readable, and clear. Teacher and student responses confirmed strong practicality. Effectiveness testing showed students’ average scores increased from 63.78 to 91.56 (N-Gain = 0.8, high category), with Paired Sample t-test Sig. = 0.000 < 0.05. Furthermore, Cohen’s d = 1.51 and the 95% confidence interval (–34.90 to –20.66) indicate that the improvement was both statistically significant and practically meaningful. The Games Book is therefore highly valid, practical, and effective in improving early reading skills and motivation through structured, interactive digital learning experiences.
Copyright (c) 2025 Hilda Wahyuni, Samsul Susilawati, Mohamad Zubad Nurul Yaqin https://creativecommons.org/licenses/by-sa/4.0
Predictive Analysis of Cognitive Style and Gender on Junior High School Students’ Mastery of the Pythagorean Theorem
This study investigates the predictive effect of gender and cognitive style on junior high school students’ mastery of the Pythagorean Theorem. A quantitative ex post facto design was applied to 71 eighth-grade students who had previously learned this topic. Mastery was measured using a five-item conceptual test, with a mastery threshold of 72% or higher, based on curriculum competency standards, expert judgment, and assessment guidelines. Gender (0 = female; 1 = male) and cognitive style (0 = FD; 1 = FI) were assessed using the Group Embedded Figures Test (GEFT). Binary logistic regression was employed. Model fit was satisfactory (Hosmer–Lemeshow p = .473), accuracy = 85.9%, and pseudo-R² (Nagelkerke) = 0.671. Cognitive style significantly predicted mastery (OR = 93.62, 95% CI = [10.64, 823.80], p < .001), while gender did not reach significance (OR = 4.12, 95% CI = [0.92, 18.42], p = .064). Findings highlight the need for adaptive learning strategies tailored to students’ cognitive style. Future studies should include additional predictors (e.g., motivation, instructional support) and apply calibration and cross-validation techniques to enhance prediction generalizability.
Copyright (c) 2025 Khumaeroh Dwi Nur'aini, Irmawaty Natsir https://creativecommons.org/licenses/by-sa/4.0
Revitalizing Kitab Kuning Instruction in Islamic Higher Education: Structural Challenges and Curriculum Integration
The teaching of kitab kuning (classical Islamic texts) remains a defining yet increasingly marginalized component of Islamic higher education in Indonesia. This study examines the structural, pedagogical, and curricular factors shaping students’ turats literacy and explores strategies for revitalizing classical text instruction within contemporary university contexts. Using a qualitative multi-site case study design, data were collected during the 2024–2025 academic year through interviews, focus group discussions, classroom observations, document analysis, and a diagnostic assessment conducted at one state Islamic university and three private Islamic higher education institutions in West Nusa Tenggara. Qualitative data involved 19 informants comprising lecturers, students, and curriculum developers, while a separate diagnostic assessment was administered to 67 undergraduate students to evaluate proficiency in reading unvoweled Arabic texts. The findings indicate that a substantial proportion of students experience persistent difficulties in engaging independently with kitab kuning, which are closely associated with weak linguistic foundations, uneven lecturer competence, and the marginal positioning of classical texts within formal curricula. Clear contrasts were observed between state universities and institutions affiliated with ma’had or pesantren traditions, where sustained textual engagement supports stronger turats literacy. Based on these findings, the study proposes an integrative curriculum framework that embeds kitab kuning instruction across progressive stages of undergraduate education, aligns learning outcomes and assessment with direct textual engagement, and strengthens lecturer qualification standards, contributing an empirically grounded model for revitalizing turats literacy in Islamic higher education.
Copyright (c) 2025 Erma Suriani, Erlan Muliadi, Ulyan Nasri https://creativecommons.org/licenses/by-sa/4.0
Mobile-Aided PjBL for Improving Junior High School Students’ Critical Thinking and Learning Motivation
Project-Based Learning (PjBL) is often proposed as a way to engage students through authentic tasks, yet classroom observations in junior high schools in Malang indicated that students’ critical thinking and learning motivation were still relatively low. This study examined whether PjBL supported by a mobile application could improve seventh-grade students’ critical thinking and learning motivation on the topic of substances and their changes. A quasi-experimental design was used with 62 students from one junior high school (30 in the experimental group and 32 in the control group). The intervention combined PjBL with a mobile application and supporting materials (modules and student worksheets). Expert review showed that the learning media met acceptable validity criteria, with an average score above 83 percent (high validity). The instruments demonstrated good internal consistency, with Cronbach’s alpha of 0.853 for the critical thinking test and 0.929 for the learning motivation questionnaire. Independent-samples t-tests indicated statistically significant differences between groups (p < 0.05). The experimental group scored higher than the control group in critical thinking (t(60) = 2.33, p = 0.023, d = 1.02) and learning motivation (t(60) = 11.83, p < 0.001, d = 1.13). These results suggest that, in this context, mobile-aided PjBL was associated with higher critical thinking and learning motivation than conventional instruction, and it may be considered for teaching substances and their changes.
Copyright (c) 2025 Erni Yulianti, Ihda Maf'ulatul Husna, Isnanik Juni Fitriyah, Dian Nugraheni, Erti Hamimi https://creativecommons.org/licenses/by-sa/4.0
The Interplay of Talent, Interest, and Teaching Competence: A SEM-PLS Analysis of Pre-Service Mathematics Teachers
Based on Expectancy-Value Theory, talent and interest are often assumed to relate to individual competence. However, few studies have examined talent, interest, and competence simultaneously using SEM-PLS. This study analyzed the direct and indirect relationships among talent, interest, and the teaching competence of prospective mathematics teachers using SEM-PLS. The participants were 87 fifth-semester students in the Mathematics Education Department at UIN Siber Syekh Nurjati Cirebon. Data were collected through an interest questionnaire, a talent test, and teaching-competence observations. The results indicated that talent had a positive but non-significant effect on interest (coefficient = 0.487; p = 0.127) and on teaching competence (coefficient = 0.236; p = 0.531). Interest showed a negative but non-significant effect on teaching competence (coefficient = -0.243; p = 0.289). The mediation test also showed that interest did not significantly mediate the effect of talent on teaching competence (indirect coefficient = -0.118; p = 0.369). The explained variance was 0.237 for interest and 0.059 for competence, indicating that the model accounted for only a small proportion of variance. These findings suggest that teaching competence is more likely shaped through experience and social interaction in educational settings than as a direct outcome of talent or interest. The lack of significant relationships highlights the complexity of teaching-competence development. Practically, teacher education institutions should support talent and interest exploration while strengthening competence development through structured mentoring, early career exploration workshops, and systematic talent identification.
Copyright (c) 2025 Herani Tri Lestiana, Santika Lya Diah Pramesti https://creativecommons.org/licenses/by-sa/4.0